An ongoing problem in education is that whether or not new teachers receive university training, professional development, and administrative support, they commonly report feeling unprepared to manage their classrooms. The purpose of this qualitative case study was to answer two research questions by identifying and examining the university preservice training, professional development, and administrative support that new teachers received and the training that they did not receive that they perceived to be the most beneficial in order to effectively manage their classrooms. Ten first year urban elementary teachers employed by the Indianapolis Public Schools district in six different elementary schools were surveyed in order to examine their experiences and perceptions regarding their classroom management training. Responses were reviewed, categorized, and interpreted to provide thematic answers to the research questions. The findings indicated that new teachers continue to feel ill-prepared to manage their classrooms. Answers to the two research questions revealed that teachers most benefitted from student teaching and teacher mentors at the school district level where practice and direct feedback were available. Furthermore, new teachers reported needing more in-depth university classroom management training. Implications for future practice include encouraging the school district to work towards developing a comprehensive new teacher mentor program that is developed with the assistance of new teachers who can be a voice for their learning needs. Future research needs to be conducted to examine the classroom management course content in various preservice settings to determine utility and areas for improvement in order for new teachers to leave their preservice experience with higher levels of self-efficacy related to classroom management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]